IMPACTREPORT

Update: December 2019

Loomis Sayles Investments Ltd

& School-Home Support

IMPROVE ATTENDANCE &ATTAINMENT 76% of children supportedimproved their schoolattendance, where attendancewas below 90% (persistentabsenteeism). 72% of children supportedimproved their schoolattendance, where attendancewas below 80% (persistentabsenteeism). 62% of parents improvedengagement in their children'slearning where this was an issueat the start of SHS intervention. 67% of children supportedimproved their engagement inlearning where this waspreviously a concern. 80% of children supportedimproved their behaviour wherethis was previously a concern.

Thank you! Loomis Sayles hashelped SHS to ...

REACH VULNERABLE CHILDREN& FAMILIES (2018-19) A total of 9765 children, parentsand family members weresupported ... ...of which, 1800 children andparents received intensiveongoing support.  48.8% of thesefamilies faced complex issues withtwo or more significant problems. Intensive support from an SHSPractitioner across two yearsincreases attendance by 25.8% –equivalent to 10 weeks extra inschool per year.

Helping parents into employment Christine Kenny (Managing Director) and ChrisYiannakou (Managing Director) provided fourparents from English Martyrs RC Primary Schoolwith a rare opportunity to receive first handadvice from professionals with extensiverecruitment experience. Each parent receivedadvice and feedback about their CV andreceived interview tips to help get them intowork or to improve their career prospects.

"They gave a great insight into hiring manager'simpressions and expectations. Everything wasuseful and having a informational approachmade it an easy experience." - Parent

Raising Aspirations of young people Ten 'A' Level finance students from Newham SixthForm College (NewVic) attended an aspiration sessionto get an insight into potential careers in the Financeindustry and to learn about trading (through aninteractive game), investments, sales and clientservices from the Loomis Sayles team. NEWHAM STATS: 1) 13% gap in GCSE attainment between Newham’sdisadvantaged school children and those not facingdisadvantage. Newham is in the top 4 Londonboroughs on this issue. 2) 32% of working residents in Newham are low paid,the highest percentage in London. 3) 4500 homeless households are in temporaryaccommodation (the highest in London).

"I loved the way the MD engaged with the students -they really enjoyed what she had to say. What theyhave learnt in class was reinforced by what they heardtoday. It was a fantastic morning!" - Diane Steel, Work Related Team Leader, NewVic

Providing direct support to families

A partnership combining financial investment alongside impactful volunteering has made adifference to the lives of vulnerable children plus the employment prospects of parents and youngpeople. Education is key to social mobility. With ongoing cuts to school budgets, partnerships withbusinesses like Loomis Sayles are critical to ensuring essential services are provided to vulnerablechildren and young people. Your support has helped to break down barriers to learning and ensurechildren have the support they need to reach their potential at school.

"I am just overwhelmed and lost for words. These gifts look amazing - look at the wrapping! I can tell thatthese are good quality gifts. These gifts mean the world of difference to our families as there a so manypressures at this time of year. I am so excited and grateful that Loomis Sayles employees can do this."

- Hopieanne Platt, SHS Practitioner, English Martyrs RC Primary School

"I feel joyful! This will make me forget about all the sad days." - Student

Providing direct support to families

Our vision by 2021 is to have increased our reach by delivering ourservices nationally, targeting first those areas that have the highest needenabling us to reach more children and young people directly throughour Practitioner Service and indirectly by upskilling school staff so theytoo can support those children and young people they work with. Through this we are committed to improving overall attendance in theschools we work in, to pull them above the national average. This willallow us to be recognised as the national “go to” organisation to reduceschool absence rates and support schools with pastoral duties, ensuringthat every child has the support they need to thrive and achieve.

School-Home Support – the future from the SHSChairperson

Christmas cheer for 16 disadvantaged children

The extent of school absenteeism - In 2016/17, one in ten children (744,275 in total) across Englandwere recorded as having been persistently absent during the year. They had missed at least 10% oftheir schooling. Over the last five years, an average of 11.3% of school-aged children in England havemissed at least 10% of their schooling. This equates to an overage of over 750,000 children annually. Poor attainment - The Department for Education (DfE) continues to document the consequences ofpoor school attendance, stating that at any period during a pupil’s school life, as the level of overallabsence increases, the likelihood of achieving five good GCSEs decreases. Longer-term unemployment - Recent data suggests that 11.2% of young people aged between 16-24 (783,000 young people in total) were Not in Education, Employment, or Training (NEET). Otherreports have shown that periods spent NEET can increase the risk of young people experiencingmental health issues as well as increasing the risk of future unemployment, low wages, and lowerquality of life. Correlation with crime – Poor school attendance is closely associated with crime. The AuditCommission found that a quarter of school-age offenders have significant school non-attendancerecords and that the majority of school-age offenders progress to become adult offenders. Schoolnon-attendance is also associated with child, adolescent and adult mental health difficulties. Connections to safeguarding (child protection) – As the threshold for social care increases withcuts to social services budgets, new statutory responsibilities to identify and address safeguardingconcerns are being passed onto schools. Identifying and addressing safeguarding continues to be aconcern for schools as cases are on the increase and schools are increasingly expected to managethem. Moreover, children in need are more likely to be persistently absent from school than all otherpupils and are more likely than other children to end up NEET as young adults.

School Absenteeism and theStructural Long Term Problems Caused by Poor School

Attendance: The National Context

Missing from school - Vulnerable children and youngpeople are missing weeks, months and even years oftheir education, severely affecting their future lifechances. And it’s not just their future that is at risk:children not in school are not safe. Children missing fromschool are more vulnerable to becoming involved indangerous behaviour like gang activity, drugs or alcohol.83% of young people arrested for knife possession werepersistently absent from school. A 2013 governmentreport found that among 15-17 year olds in YoungOffender Institutions, 88% of young men and 74% ofyoung women had been excluded from school.

How do you eat an elephant? Bit by bit!Luke's story

UPDATE: Luke’s behaviour was challenging for months and he continued to be non-compliant inschool. Luke’s Mum was terrified that he would be excluded from his last chance of any kind ofmainstream schooling. After three months of support from Joan, the SHS Practitioner, their livesimproved immensely. Luke is back in mainstream school and his mother Marilyn has returned to fulltime employment. Both mother and son are looking forward to moving into a secure and permanenthome.

Joan has a unique approach to help parents understand what their problems are and break themdown into small manageable chunks. Joan: “Marilyn was overwhelmed and previously had notreceived any support. Marilyn’s family had turned their back on her because of Luke’s aggressive andunruly behaviour. My first approach was to sit down with her to get all of the issues and problems thatshe had stored in her head down on paper. As an ice-breaker, I pulled out a sheet of paper with anelephant on it made up of lots of squares and in each box, wrote down the barriers to resolving eachof the problems. Each point was used as part of an action plan and I asked Marilyn what she thoughtthe biggest issues were so that we could focus on that and find resources to resolve it.” Marilyn and her son are in temporary accommodation and share a cramped room on the top floor of aconverted multi-storey building. They do not have a table where they can eat meals or for Luke to dohis homework. When Marilyn was previously employed, she had to continuously take time off work torespond to calls from the school about her son’s behaviour and eventually had to leave her job. As aproud woman, Marilyn has struggled to navigate through the benefits system and faced a six-weekwait to receive Universal Credit.  Marilyn: “My son just didn’t talk and kept everything in, but he opened up to Joan and told her whensomething happened and why it happened. I discussed elephant goals and achievements with Joanto break down what I wanted to achieve. Joan also recommended that I spend 30 minutes of ‘specialtime’ each day with my son, so that we could build a bond – this has really changed ourrelationship. “Working with Joan is the first time that I have ever received any help with Luke. She hashelped me to put things in place – things are so much better at home as I have better ways to dealwith difficult situations. The support I have received from Joan has meant a lot and she really helpsme with my issues. I now feel that I can cope and have a much better relationship with my son. I knowthat I can phone or text at any time and she will always get back to me.”

Luke, aged 12, was very angry and often lashed out at school, sowas referred to an Alternative Provision (AP) school. Luke’srelationship with his mother Marilyn had deteriorated to the pointthat they rarely spoke which negatively impacted on her health.Joan, the SHS Practitioner at the AP school, first met Marilyn andLuke when they attended an interview with the School ReferringOfficer. It was suggested to Marilyn that whilst her son receivedmentoring through the school, it would be a good idea if sheaccepted one-to-one support from SHS. Marilyn immediatelyjumped at this opportunity and said yes.